How I Trained for the Junior Triathlon

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Information Report Information Report

Procedural Recount Fiction Fact We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with students before, during, and after they read. You may prefer to explore the meaning and the language in more detail before students read. Your decisions will depend on the gap between students’ current knowledge and the content, vocabulary, and language of the book they are about to read. The more information students have up front, the easier it will be for them to read the text.

• can be done by anyone of any age, who is prepared to train for it. What kind of training is needed for a triathlon? Discuss the physical aspects of the training. What else do you think competitors need to consider as part of their preparation? Guide the discussion to address the issues of diet, equipment and gear, and rest.

How I Trained for the cover Junior Triathlon Before Reading Read the title and examine the cover Middle level fact photographs. Discuss what the book may be Text type: Procedural Recount about. Why do you think these images have Reading age 9.7 been chosen for the cover? Who might this Word count 2,051 person be? Think about the title and tell me what type of book this is. Guide students to observe that this is a procedural text. What Before Reading do you expect to see in a book like this? Activate prior knowledge by asking students Guide students to identify that they might see if they know what a triathlon is. Encourage steps or instructions. discussion and guide understandings so that Read the blurb. What additional information the students build knowledge that a triathlon: does this give you? What do you expect to • is a race find inside this book? Guide the discussion to build understandings that Natasha is • combines three sports – swimming, cycling, describing her training in this book. and running Who is Natasha? How old do you think she is? • usually begins with swimming leg, followed by bike ride, and ends with run What kind of person do you expect Natasha may be? • usually takes place at and around a beach What topics will Natasha address in this book? • is tough and requires endurance

What kinds of skills and procedures do you to read the definition aloud. What have you expect to learn? been a competitor in? Discuss students’ TriathlonJunior the Trainedfor I How experiences. Contents Page Read the introduction and be ready to explain what is involved in a triathlon. When you read page 6, jot down some of the things Open the book. Tell me what you know about you need to compete. this page. Discuss features of the contents page. Where would I go to read about Changeovers? Students should quickly respond After Reading with the page number. Repeat for other pages. Who is Natasha? What is special about Encourage quick responses. Discuss the ways Natasha? an information text differs from a story. What is a triathlon? What do you think a What else might be in an information book? junior triathlon is? Discuss the terms glossary and index. Ask students to explain what each term means. What order do the events occur in? Visit each of these pages to clarify that Is this an easy event? Could I go in one the glossary provides meanings for new or tomorrow? Why not? tricky words about the topic, and the index Who can do a triathlon? What do you need to provides the page numbers to help the reader do to be able to do a triathlon? locate particular things in the book. How does Natasha know so much about Discuss the term introduction. What does triathlons? this mean? Guide students to understand that an introduction provides general What is Natasha’s feeling about triathlons? information about the topic, which can build Read the last three lines together. What readers’ knowledge. Do you think this might does it mean that training for her first be a useful place to start? (triathlon), put things into a whole new perspective? Introduction What equipment or gear do you need to be in a triathlon? Go through each item and have During Reading students explain what it is used for. What do you notice first about this page? Guide students to information contained in Training for the Big Day the illustrations. Read the captions. What do you notice about the people in the photos? Students should notice the three legs to the During Reading triathlon. What is interesting about these Tell me what you see on page 8. Discuss people? the photograph and read the caption. Who is Natasha training with? Where are they What do you notice about the words on training? Would this be the only place page 4? Students should notice the bold that they train for the running leg? Guide text on competitor, and suggest that this inferences to address that they may do some word is located in the glossary. Direct training at the beach. students to the glossary and ask students

Read page 8 and be ready to chat about how swims and how much swimming she does. See Natasha prepares for the big day. Learn how if you can work out how many laps Natasha Natasha prepares for her training sessions, and swims every week as part of her training. how the training sessions change as she gets closer to the day of the triathlon. After Reading What did you learn about Natasha’s swimming After Reading programme? How many times each week does How long does a junior triathlon usually take? Natasha do her training? At what time of day What factors could make it take longer than does Natasha train? Why do you think she that? Students should suggest that it takes trains in the mornings? Invite students to infer longer if you haven’t trained properly. Guide the that Natasha’s training needs to fit in around conversation to build inferential understandings. other things in the day, like going to school. What else might make the race take longer? How many laps does Natasha do each training Guide students to infer other factors such as day? How many does that mean she does each illness or an injury. week? What does Natasha suggest all competitors What did Natasha do when she got really wear? Why would they need sunscreen? puffed? What is Natasha’s training program? Discuss. What did Natasha find happened after she had Direct students to reread the second paragraph been training for a few weeks? Direct students so they can provide details from the book. to reread the second paragraph to check if How would you describe the training program? needed. What happens to the training program as she gets closer to the day of the race? Cycling

Swimming During Reading Look at the photograph on page 10. What During Reading will we find out about on this page? Students should identify that this page will give the Describe what you notice about these details of the cycling training. How often photographs. Students should infer that they would you expect Natasha to cycle? Students show that competitors need to practice by should make their inference based on the swimming laps, but that it also helps to have a amount of time spent training for the run and coach or someone to assist with the training. swim. In what ways would they help the competitors? Invite inferences. What do you notice about the words on the page? Students should notice the bold text What do you notice about the words on the on heart rate, and suggest that this word is page? Students should notice the bold text on located in the glossary. What is your heart lap, and suggest that this word is located in rate? Ask students to infer. Direct students the glossary. Direct students to the glossary to the glossary and ask students to read the and ask students to read the definition aloud. definition aloud. What do you think happens As you read page 9, jot down how often Natasha after exercise?

Encourage inferences and tell students that trains and for how long. Take note of how the you will check at the end. training is similar in some ways to her cycling TriathlonJunior the Trainedfor I How training. Read page 10 and find out about the cycling training. Find out how she fits all her training into a week. Some days must be very busy if she does training for all three legs. Find out how After Reading she manages it. How often did Natasha cycle? How long did she cycle for? What was interesting about the way Natasha After Reading How many days each week does Natasha trained? Direct students to reread if needed train? How long does she run or on each to check. Students should notice the way training day? Natasha pedaled faster for two minutes of every five. What is this called? Guide What did you notice about the running training students to understand that Natasha was that was similar to the cycling training? Direct sprinting for two minutes. What happens students to the text to check if needed. They when she sprints? Guide inferences to build should report that she runs faster, and then understandings that it raised Natasha’s heart slows down to decrease her heart rate, just rate. What did she do to allow her heart rate as she does when cycling. Might this be to decrease again? Check the book to find important? Why? out. How does Natasha fit all this training into her Build understandings by directing students to week? Does she train for all legs on the same check their resting pulse rate for one minute day? Refer students to the text to reread the and record the pulse rate. Have students run last sentence if needed. What does the word on the spot for one minute as quickly as they alternated mean? can. Tell them to sprint which means to go Read pages 12 and 13 together to discuss as fast as you can. Check pulse rates again the weekly training timetable. and compare. Discuss what happens when your pulse rate goes up. What is your heart doing? Discuss. Changeovers

Running During Reading Look at the photographs on pages 14 and 15 During Reading and read the captions. What do you think is What does the photograph and caption tell involved in a changeover? What does Natasha you? Guide students to infer that Dad is mean on page 15 when she says that the coaching Natasha and helping her to know first changeover can be tricky to get right? when to sprint and when to slow down. Why What does she look like she is doing? Do does it help to have someone help you? Guide you think it would be important to make the students to infer that it allows the competitor changeovers as quickly as possible? Why? to focus on their training. What do you notice about the words on the Read page 11. Find out how often Natasha page? Students should notice the bold text on changeovers, and suggest that this word

is located in the glossary. What does this it by eating more food that will be turned into mean? Ask students to infer from the earlier more energy. conversation. Direct students to the glossary What are the foods that Natasha ate during and ask students to read the definition aloud. training? Were we correct? What do you notice about the words? Students Read pages 14 and 15. Find out Natasha’s should notice the bold text on carbohydrates, tips for changing from one leg to the next. Jot and suggest that this word is located in the down the main points she gives. glossary. What are carbohydrates? You may have heard of them being called carbs. Ask After Reading students to infer. Direct students to the glossary and ask students to read the definition What is the order that the changeover occurs in aloud. Were you correct? the triathlon? Check page 14 if needed. Read pages 16 to 19. Find out about the What are Natasha’s tips for a quick foods that are best for training and why. Jot changeover? Students should indicate the down some notes about what Natasha ate a following points: lot of and what these foods did for her body. 1. Keep it simple – be organized and have everything ready to go. 2. Try to do what you can while still moving, eg, After Reading What are the right foods for training? unzipping your wetsuit while running to the bike saves time Why did Natasha need to eat more than usual? 3. Practise the changeovers to get really fast at What did she need to eat a lot of? Why did them. she need lots of carbohydrates? Which foods contain lots of carbohydrates? What do you think would be the fastest changeover? Why? What do you think would What is the most important meal of the day? take the longest? Why? What sorts of things Why? What did Natasha eat for breakfast? might make the changeover difficult? Invite Why did she eat so much? Discuss the foods students to infer. On race day, when there are Natasha ate. Discuss the healthy elements of lots of competitors, what else could make the each food. changeover more challenging? Invite inferences. Why is a banana smoothie so healthful? What’s in it? Who has tried one? How do they taste? The Right Foods for What other types of smoothies can you make? Help students to generalize that they are fruit- Training flavoured milk drinks.

During Reading What do the illustrations tell you about this Race Day section of the book? Why would eating the right foods be important? What do foods give to our During Reading bodies? Discuss that food fuels us and keeps Look through the photographs on pages 20 and us going. When we use up energy by thinking, 21. Discuss the captions. Infer how Natasha moving, and just functioning we need to replace may be feeling as the race approaches. Do

you think she’s pleased that she did all the a faster time than they did last time. training? How might she be feeling if she TriathlonJunior the Trainedfor I How hadn’t trained very much? Code Breaker You may choose to read this part of the book one section at a time to discuss each part of Nouns are naming words. They name people, race day and ensure full comprehension. places, or things. Nouns that are the names Read to the end. Use the photos and of people, animals, and places are called captions to give you extra information. proper nouns. Proper nouns always begin with Find out what Natasha does before she a capital letter. leaves home on race day. Verbs are doing or action words. Most verbs When Natasha arrives at the event, what does describe an action; for example, jumping, she do? Jot down some notes to help you singing. Verbs that are happening now often remember. end in –ing. As you read about the racing procedure, take Which of these words from the book are note of what happens and how Natasha feels nouns and which are verbs? Write them in two as she competes. How does the race end? lists, using the headings, Nouns and Verbs. How does Natasha feel? Natasha triathlon swimming bicycle Dad running Hi completed After Reading helmet sunhat eating towel What happens at home before the triathlon? cycling exercising pool training What does Natasha have to do before the unzipping practising breakfast food event begins? What does she get at the registration tent? Why do competitors wear a number? Meaning Maker Do you think the competitors have a good look at the map and rules? Why? What could The officials at an event like a triathlon need happen if they didn’t? to be prepared for all sorts of emergencies. What was the race like for Natasha? Direct Accidents can occur especially when lots of the conversation to cover each of the people are competing in the same event and components of the racing procedure. Walk there are several parts to the same race. through each subsection, building knowledge What are all the things that need to be of the event and how Natasha felt. considered when organizing a race like this? What was the hardest part for Natasha? Why? Have students brainstorm all the things that could go wrong for competitors in this event. How did the triathlon end? Did Natasha win? Think of each leg of the race separately, and How did she feel about her achievement? build understandings of the types of accidents Why? Build understandings that it is a major and injuries that may occur. Discuss the achievement just to finish a triathlon and safety measures that are in place for events competitors are often thrilled at this effort. like this. Many people enter just to compete against themselves, which means that they try to do

Text User

This book follows a logical order and this makes it easy for the reader to follow. Other things in this book that help the reader to build understandings are the photographs, captions, labels, diagrams, and map. These give the reader lots of information about the text. Ask students to turn to pages 12 and 13 of the book and discuss how this training schedule assists us to find out information. Ask students to make some observations about the table; for example, it is set out clearly, contains lots of space, has a limited number of words, shows the days and events clearly, and features large ticks. Discuss how these features make it easy for the reader to locate information.

Text Critic

This book is different from some other nonfiction books. Because it is a recount, the reader is getting the information from someone who is sharing her personal experience. This is different from reading a book or article, or viewing a documentary, that does not rely on someone’s experiences. In this book, it is clear to the reader that Natasha enjoys her training and the triathlon. Her opinions and experiences make the event seem fun, exciting, and rewarding. Discuss the way that this influences how a reader may view the triathlon. The reader may get caught up in the other person’s experience and think that this is what the experience is like for everyone. How do you think the reader might think about a triathlon if Natasha complained about how hard it was all the way through?

Using Multiple Multiple Intelligences Intelligences TriathlonJunior the Trainedfor I How The theory of multiple intelligences was Students need to work in small groups for developed by Howard Gardner, a professor this task. of education at Harvard University. Howard Gardner's theory suggests that the current Design: a mural that captures the view of intelligence, as measured by IQ tests, excitement of a triathlon. You need to show is far too limited and discriminates against each of the legs in the race, and think students who think in different ways. He about how you can demonstrate the way proposes taking a broader perspective and competitors are feeling during each one. You has identified eight different intelligences. may choose to show the cheering crowd in These are: the background. (S, B) • verbal-linguistic intelligence – word smart Compose: a song about the excitement of a triathlon. (M) • logical-mathematical intelligence – number/reasoning smart Record: a diet for a competitor for one week. (V) • visual-spatial intelligence – picture smart • bodily-kinaesthetic intelligence – body smart • musical-rhythmic intelligence – music smart • interpersonal intelligence – people smart • intrapersonal intelligence – self smart • naturalist intelligence – nature smart Multiple intelligences have enormous potential as a tool in furthering reading and language development. Traditionally, the teaching of language and reading has focused mainly on two intelligences: logical-mathematical and verbal-linguistic. This means that many students who possess different intelligences do not receive the necessary opportunities, encouragement, instruction, or reinforcement to succeed with reading as well as they might.

How I Trained for the Junior Triathlon Name______Write two or three sentences to explain the most important information from these sections of the book:

Section of the Book: Two to three sentences that sum up this part of the book:

Training for the Big Day

Swimming

Cycling

Running

Changeovers

The Right Foods for Training

Race Day

Racing Procedure

The Finish

How do you feel about each of these legs of the triathlon? Record your opinions about the highs (things you’d like) and lows (things you wouldn’t like) about practising and competing.

Swimming Cycling Running Highs Highs Highs:

Lows Lows Lows

Permission is given to teachers to reproduce this page for classroom use. Permission is given to teachers to reproduce this page for classroom use. How I Trained for the Junior Triathlon Name______What do you need to compete in a triathlon? Use page 6 of the book to complete this table. Natasha suggested that competitors needed one more thing. What is it? The answer is on page 8. Add it to the table.

Things you will Description of the The purpose of this Drawing of this need: item: item: item:

Permission is given to teachers to reproduce this page for classroom use. Permission is given to teachers to reproduce this page for classroom use. How I Trained for the Junior Triathlon Name______Nouns are naming words. They name people, places, or things. Verbs are doing or action words. Most verbs describe an action, for example, jumping. Verbs can be turned into nouns by adding the endings, -er, -or, or -ar.

Turn the verbs into nouns in the table below. If you are not sure of the ending, think about what looks right, and don’t forget that you can check your dictionary. Check your spelling; some words may double or lose the last letter. Verb Noun Verb Noun teach swim farm ride drive sing play collect build run act burgle raid bake invent plumb sail visit

What do we call these people: Someone who teaches ______

Someone who listens ______

Somone who jogs ______

Someone who drives ______

Someone who competes ______(this one is tricky, so check your book)

Permission is given to teachers to reproduce this page for classroom use. Permission is given to teachers to reproduce this page for classroom use. How I Trained for the Junior Triathlon Name______1. Did the title tell you that someone was going to tell you about a procedure? Explain. ______2. Did the title, cover illustration, and blurb make you want to read this book? Give reasons. ______3. What will you remember about this book? ______4. Can you relate to this story? Explain. ______5. What was the most interesting part of this book? Give reasons. ______6. Did you find the glossary helpful in understanding new words? ______7. What does a reader need to know in order to find things quickly in a book like this? ______8. How did this book help you to learn more about other people? ______9. List some things that you learned from this book. ______10. Who do you think would enjoy a book like this? Why? ______

1. Do you think Natasha enjoyed training and competing? Explain. ______2. Which words from the book tell you that Natasha enjoyed training and competing? Find examples. ______3. Do the photographs and captions tell you that Natasha enjoyed training and competing? Find examples and explain. ______4. How would this book be different if Natasha didn’t enjoy the training or the triathlon? Explain. ______5. How would this book be different if Natasha were a boy? ______6. Do you think Natasha will compete in other triathlons? Why or why not? ______7. Has Natasha made you interested in entering a triathlon? ______8. If Natasha shared negative experiences, do you think it would turn others off wanting to try? ______

On page 19, Natasha shows a different kind of procedure. She shows how to make a Banana Smoothie. For a recipe, the procedure is the series of instructions. There are three steps to this procedure. What are they?

1. ______

2. ______

3. ______

Think about how you make a sandwich. Write the procedure. Take care to check that you write the steps in the correct order. Check that your procedure begins with a verb, a doing or action word. Here are some verbs you may use: cut, butter, add, spread, take, chop.

1. ______

2. ______

3. ______

4. ______

5. ______

Permission is given to teachers to reproduce this page for classroom use.